Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-12T11:30:50Z No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:47:11Z (GMT) No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:47:25Z (GMT) No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) / Made available in DSpace on 2016-07-13T16:47:25Z (GMT). No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) Previous issue date: 2012-03-20 / Atualmente, defende-se um trabalho pedagógico nos anos iniciais que envolva tanto o alfabetizar quanto o letrar. Esta é a nova e desafiadora tarefa que se apresenta aos professores. No entanto, o que isto significa em termos pedagógicos? Ou seja, o que a professora faz em sala de aula, no ensino da língua escrita, na perspectiva do alfabetizar letrando? A alfabetização, em determinado momento histórico, era compreendida como mera aquisição de um código linguístico. Em momento posterior, devido ao entendimento equivocado dos estudos construtivistas, passou a ser concebida como a inserção do aluno no mundo dos textos, desprestigiando assim, os aspectos específicos do sistema de escrita. Atualmente, busca-se um equilíbrio destes dois aspectos. É fundamental que as crianças adquiram capacidades inerentes ao sistema, mas ao mesmo tempo essa aquisição deve ser feita por meio dos usos sociais que se faz da leitura e da escrita. Para compreender este processo, investigamos a prática pedagógica de uma professora em uma turma do 2º ano do Ensino Fundamental, numa escola da Rede Pública de Ensino de Juiz de Fora/MG, que afirma alfabetizar letrando. Analisamos, por meio das atividades realizadas em sala de aula, como a referida professora desenvolve as capacidades linguísticas (BRASIL, 2007) junto aos seus alunos. Buscamos em Soares (2004, 2006, 2008), Kleiman (1995), Rojo (1998, 2009), Ferreiro e Teberosky (1991), Ferreiro (1996), Bakhtin (2003, 2004) e Vigostski (2007, 2009) construtos teóricos para subsidiar nossas reflexões. A metodologia utilizada foi a pesquisa interpretativista de cunho etnográfico. Como instrumentos de geração de dados optou-se pela observação, entrevista e notas de campo. A análise foi realizada com base em cinco eixos: Apropriação do sistema de escrita, Compreensão e Valorização da Cultura Escrita, Leitura, Produção de texto e Desenvolvimento da Oralidade. Selecionamos, a partir das atividades realizadas pela professora, capacidades inerentes a cada um dos eixos citados para serem analisadas na concepção do alfabetizar letrando. No eixo Apropriação do sistema de escrita utiliza de um gênero textual, a escrita da data e da rotina do dia, para desenvolver aspectos inerentes ao sistema alfabético. No que concerne ao eixo Compreensão e Valorização da Cultura Escrita a professora envolve os alunos em situações significativas de leitura e de escrita, de modo que eles possam perceber a função do aprendizado de ler e escrever. O trabalho com o eixo Leitura baseia-se no uso de estratégias leitoras que possibilitem o entendimento de textos que circulam socialmente. Ao tratar do eixo Produção de textos propõe a escrita coletiva de uma carta aos colegas do ano seguinte. Por fim, no eixo Desenvolvimento da Oralidade possibilita aos alunos vivenciarem um momento em que confeccionam um cartaz e o apresentam oralmente à turma. A professora no trabalho desenvolvido com todos os eixos busca inserir os alunos em vivências letradas. Entretanto, percebemos uma menor ênfase nos aspectos do eixo Apropriação do sistema de escrita. Por fim, destacamos a possibilidade de organização e sistematização do trabalho na alfabetização por meio dos eixos e capacidades linguísticas. / Currently, it is argued a teaching job in the early years involving both the reading instruction and literacy. This is the new and challenging task that is presented to teachers. However, what does this mean in terms of teaching? Is that, what the teacher does in the classroom, the teaching of writing, from the perspective of reading instruction literacy? Literacy, in a particular historical moment, was understood as a mere acquisition of a language code. Thereafter, due to misunderstanding of constructivist studies, came to be conceived as the inclusion of students in the world of texts, giving no credits so, to the specific aspects of the writing system. Presently, we seek to balance these two aspects. It is essential that children acquire skills inherent in the system, but at the same time the acquisition must be made through the social uses of reading and writing. To understand this process, we investigated the pedagogical practices of a teacher in a class of 2nd year of elementary school, in the Public School System in Juiz de Fora / MG, which states practicing reading instructions literacy. We analyzed it through activities in the classroom, how the teacher develops language skills (BRAZIL, 2007) along with their students. We sought in Smith (2004, 2006, 2008), Kleiman (1995), Rojo (1998, 2009), Smith and Teberosky (1991), Smith (1996), Bakhtin (2003, 2004) and Vigostski (2007, 2009) theoretical constructs to subsidize our reflections. The methodology used was an interpretative research with ethnographic characteristics. For data generation instruments were chosen observation, interview and field notes. The analysis was performed on the basis of these five axes: Writing System Ownership, Understanding and Valuing Culture Writing, Reading, Text Production and Development of Orality. We selected from the activities carried out by the teacher, inherent capabilities in each of the referred axes for being considered in the reading instruction literacy conception.In Writing System Ownership axis uses a genre, the writing of the date and the daily routine, to develop aspects inherent to the alphabetic system. Concerning to Understanding and Valuing Culture Writing the teacher engages students in significant situations of reading and writing, so that they can realize the function of learning how to read and write. The work with the axis Reading is based on the use of reading strategies which enable the readers’ understanding of socially circulating texts. By treating the Text Production axis, proposed by the collective writing of a letter to the following year colleagues. Finally, the axis of Orality Development enables students to experience a moment in which they make a poster and present it orally to the class. A teacher at work with all axes attempts to insert students into literate experiences. However, we see a lower emphasis on ownership of the axis of the writing system. Finally, we highlight the possibility of organization and systematization of work in literacy through the axes and language skills.

Esta dissertação teve o objetivo geral de contribuir para o processo de letramento literário de pais de alunos da educação infantil, motivando-os a ler para seus filhos, sobretudo ensinando-os como fazê-lo. Diante disso, além de garantir aos pais o acesso a livros de literatura infantil de qualidade, a pesquisa teve o propósito de estabelecer uma comunidade de leitores, oportunizando aprendizagens e o desenvolvimento de capacidades interpretativas que lhes permitissem construir sentidos nas obras lidas. A escolha do letramento literário se deve à relevância que a literatura tem para a formação integral das pessoas. Além do mais, foi possível constatar muitos trabalhos que incentivam a leitura e poucos que ensinam como se deve ler e falar com as crianças sobre os livros lidos, e ainda com foco apenas na formação dos professores, desconsiderando que as práticas interacionais orais, vivenciadas na família, configuram o processo de letramento das crianças. Somam-se a isso as constantes queixas das professoras sobre a falta de acompanhamento da família ao projeto de leitura em casa, promovido pela escola. Autores como Vygotsky e Bakhtin constituíram as bases teóricas para o desenvolvimento desta pesquisa por darem um papel central à linguagem. A metodologia utilizada foi a pesquisa-ação e contou com uma sequência de atividades, realizadas com um grupo de vinte e cinco pais ou responsáveis de alunos de uma Escola Municipal de Educação Infantil de uma cidade do Vale do Paraíba. Com base em situações de interação, foi possível conhecer como se dão os eventos de letramento proporcionados pelos pais, como no caso da leitura em casa, a partir do questionamento da sua leitura em termos quantitativos e qualitativos, constatando sua pouca familiaridade com os livros e uma concepção utilitária da leitura, voltada muito mais para a decodificação e para o cumprimento de uma obrigação escolar. A partir de experiências vivenciadas nos doze encontros realizados, mediados pela pesquisadora, em contato com livros da literatura infantil, com a linguagem verbal e a não-verbal, e situações interacionais em que estavam presentes outras concepções de leitura, além da decodificação, os pais ampliaram seu olhar e ressignificaram suas ações. Assim, desenvolveram sua capacidade interpretativa, notaram que a leitura podia mobilizar sua atenção, abrir-lhes novos horizontes com o despertar de novos sentidos, e lhes dar prazer, passando a ler mais e melhor para os filhos. O estudo permitiu concluir também que as características das práticas de letramento dos pais dependem do contexto, na maioria das vezes, negado pela escola. / The main objective of this dissertation is to contribute to the literary literacy of parents of primary school students, motivating them to read to their children and especially to teach them how to do it. Besides providing the parents with access to good quality childrens literature books, this research aimed at establishing a readers community, promoting learning and the development of interpretative capacities that allowed them to build meanings. The choice for literary literacy is due to the relevance Literature has in peoples whole formation. Furthermore, it was possible to notice that there are many researches which motivate reading, but just a few teach how to do it and to speak with children about the books they read and these few focus on teachers education, not taking into account the ways in which familys oral participation can contribute to childrens literacy process. We also noticed teachers constant complaints about the lack of familys follow-up of reading projects promoted by the school. Authors such as Vygotsky and Bakthin are the theoretical bases for this research due to the central role they both give to language. The methodology applied was action-research and it also included a sequence of activities performed with a group of twenty-five parents or legal tutors of students of a municipal Primary School in Vale do Paraíba. Based on the interaction situations, it was possible to know how the literacy events promoted by parents take place, as in the case of reading at home. By using a qualitative and quantitative questionnaire about reading, we could observe little familiarity with books and a utilitarian conception of reading, focusing on decodification and the fulfillment of a school task. Starting with the experiences we had in the twelve meetings organized and held by the researcher, the parents had their view of reading widened due to the contact with childrens books, with the verbal and nonverbal language, and interactional situations which put them in contact with other reading conceptions, besides decodification. This gave them a new meaning to their actions. Thus, they could develop their interpretative capacity and realized that reading could mobilize their attention, open new horizons by awakening new meanings, giving them pleasure, making them read more and better to their children. This study also showed us that parental practical literacy practices depend on the context, most of the time denied by schools.

This diploma thesis deals with the Lapbook teaching method and its use to develop reading literacy for preschool-age children. The aim is to develop a deeper understanding of the text read by children and their creation of their own interactive book. The work presents an integrative project that is to stimulate children's interest in literature, understanding the story through appropriately selected activities and get acquainted with the entire process of making a Lapbook. The work is divided into theoretical and practical part. The theoretical part characterizes in general reading literacy, reading pre-literacy and its anchoring in the Framework Educational Program for Preschool Education. Furthermore, the characteristics of the period in terms of the child's development and the development of reading skills, the factors influencing reading, such as the influence of family or kindergarten, and the prerequisites for the development of reading literacy. The topic is also the importance of the book for preschool children and reading strategies with a focus on the E - U - R model (evocation - awareness of meaning - reflection). Finally, it deals with the definition of the Lapbook teaching method and instructions for its production. The practical part is based on action research, which was focused on...

The submitted diploma degree thesis deals with the development of pre-reading literacy in family environment. The aim of this thesis is to find out which ideas about developing early reading skills parents have and how they build pre-reading skills in their children. The thesis is also focused on parent-child communication and child's vocabulary. The theoretical part defines basic terms relevant to the topic of reading and literacy. It offers characteristics of a pre-school child and his development in areas which are related to pre-reading literacy. The particularization of the term of pre-reading literacy and activities supporting literacy skills are presented as well.It defines the concept of family communication and child-directed speech. The final chapter of the theoretical part describes previous research that has been conducted in this field in the past. The theoretical part of the thesis is based on the study of research literature and crucial research. The practical part is devoted to an empirical study. It consists of five case studies which are focused on the analysis of video recordings connected to the development of pre-reading literacy in family environment. The video recordings were anonymized and, with slight deviations, transcribed according to the CHAT system, which is a part of...

This thesis focuses on work with reading cubes and with game named Story Cubes. It deals with possibilities how to use it to support reading literacy, understanding of text and speech development of pre-school children. The theoretical part first introduces characteristics of preschool children and describes reading literacy development in preschool age. Then it deals with principles of work with reading cubes and Story Cubes and with possibilities to use it in kindergarten. The thesis also includes a practical part which suggests other usage options for reading cubes. There are created specific lessons with reading cubes for preschool children, which follow the rules and recommendations mentioned in the theoretical part. These lessons were repeatedly implemented at kindergarten to be able to observe reading literacy development of each child in time. The hypothesis that preschool children can use selected reading strategies while working with reading cubes, and at the same time, these readership activities support the interest of children in books and related activities, proved to be correct. These children also expanded their vocabulary and improved expressing abilities through Story Cubes activities. KEYWORDS reading pre-literacy, reading cubes, Story Cubes, pre-school education, kindergarten

The diploma thesis focuses on the topic of reading literacy of pupils at the second period of elementary school. The focus of the thesis is a reflexion of chosen literacy workshops. The thesis is divided into theoretical and practical parts. The theoretical part deals with the basic terms connected to the topic such as literacy, reading literacy and it also describes the method of literacy workshop. The theoretical part includes also the international researches dealing with the reading literacy and with the methods used to develop the literacy. The practical part describes the realization and the proces of chosen literacy workshops based on direct observation and on reflexion of their development. The last parti of the thesis offers the real interviews with the teachers.

This master's thesis deals with the development of a coherent expression and understanding of read out text by pre-school age children. Theoretical part is focused on a speech development, coherent expression, reading pre-literacy, fairytales and a topic of asking questions. This work also includes the characteristics of a pre-school education and environmental care issues. Furthermore this work defines important knowledge from the General educational programme for preschool education, from which was a practical part preparation based on. Its goal was to design a development of coherent expression and understanding of read out text project, connected with the "What happens under the ground" topic, design particular lessons, implement them in a general kindergarten, reflect its realization and suggest recommendation for practice. Importance of a kindergarten teacher role was confirmed, because he or she is for children speaking idol. Involvement of parents into the project seems as very beneficial - for family relationship, reading pre-literacy and coherent expression children development. Moreover children during the project realization improved their ability to answer higher cognitive difficulty questions.

The thesis "Contemporary Magazines for Preschool Children from Family Point of View" introduces the area of reading pre-literacy focused on the issue of children's magazines. The theoretical part of the thesis defines the notion of the pre-literacy and the importance of reading pre-literacy in relation to the child of pre-school age. It also focuses on the child's relationship to the book and the children's magazine. The empirical part aims to explore children's magazines through documentary analysis, focusing on the content of current magazines for pre- school children. Another goal is to find out, by means of a questionnaire survey, on what criteria the parents choose children's magazines and what role the children themselves have in choosing the magazine. The results of the analysis found that there are magazines of good quality and content suitable for preschool children (Báječná školka, Raketa) and lesser quality magazines (Barbie, Auta). The results of the questionnaire survey show that most parents choose a children's magazine according to the quality of the texts, however the children's wishes plays an important role in the selection.

The aim of the thesis was to clarify how nursery teachers develop children's comprehension of the text read aloud and how they evaluate the possibility of using reading strategies to support children's comprehension during reading. In the theoretical part, I focused on defining the concept of reading literacy and pre-literacy, approaching the concept of the development of reading pre-literacy in the Czech Republic and clarifying the concept of comprehension of the text. Subsequently, I dealt with the issue of reading strategies and introduced those that are suitable for use in preschool age. In the empirical part, I used the qualitative approach of a multi-case study, which involved eight kindergarten teachers. Through in-depth interviews, repeated observation of the teachers' work with the text and subsequent analysis of video recordings of this work, answers to research questions were sought. It has been shown that teachers intend to develop children's comprehension, but only on a literal level, their work with texts is intuitive, without setting specific goals and monitoring the degree of their achievement. It turned out that reading strategies require a willingness of the teacher to work with them regularly and purposefully and to prepare for reading, which does not correspond to the prevailing...

The diploma thesis focuses on reading of the ninth grade school pupils. The aim is to evaluate the influence of school teaching of the subject Czech language and literature on pupils and their approach to reading. The theoretical part introduces key terms, importance of reading, factors influencing the reading of children and youth, reading of pubescents and deals with the role of the school in forming of reading habits. The research was carried out in the ninth grade of lower-secondary school. It was a qualitative method in the form of questionnaires. Specific research questions have been identified in cooperation with the school and the teacher. The research results - in the context of the suggestions offered by the school - provide feedback for the school and teacher.